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Dear fellows,
Maybe you have done interesting measurements to test some model?
I can always use such data to use as examples and tests for my regression analysis software, and it's a win-win, since I might give you a second opinion on your research.
It's important that I also get the imprecision (measurement error/confidence interval) on the independent and dependent variables. At this moment, my software only handles one of each, but I'm planning to expand it for more independent variables.
Thanks in advance!
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Koen Van de Moortel Data modeling (data modeling) is the process of developing a data model for storing data in a database. This data model is a conceptual representation of data objects, data object connections, and data object rules.
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Example:
1. You use Material 1 in Biology and after using it, you recycle it in Chemistry to come up with Material 2.
2. You use Material 1 in Biology and then its product is used in Chemistry, Physics, Earth Science.
3. Or any related activities that make use of similar or related ideas.
If you can share also your related studies, I highly appreciate it. Thanks!
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I used 1 material in biology lab and recycle it that's used it in Field work
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The classroom is comprised of different individuals, each of them with their own uniqueness, and having been admitted into the institution of learning gives them access to learn, and also right to enjoy that learning just like every other person.
In the variety of students in our classrooms are brilliant, gifted and talented children. However in the same classroom are physically challenged persons whose desire is also to learn, and gain quality knowledge. In some situations, some teachers see those physically challenged as burdens, and they do nothing or less to carry them along thereby denying them access to adequate learning.
With the advancement of science and technology comes with solutions to how those learners can also learn, and also help teachers who couldn't help them to actually carry them along, and that brought the introduction of assistive technologies.
What are some of those assistive technologies that a teacher can advise those learners to get in order to learn adequately just like others even as he/she helps in anyway possible?
How can those technologies be used?
Do those technologies have merits, and demerits?
Remember everyone have the best they can contribute, likewise the physically challenged, and if we don't do anything to help them, how can the best in them be activated?
Your response is needed.
Thanks.
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The following RG link is also very useful:
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e-laboratory came up as a result of COVID-19 lockdown.
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Victor Tubosun Babalola E labs is a very nice and arevolutionary idea as well and when it comes to the technology it is the way in the field of science laboratories through which the students are well versed with the computers and the technology.
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Researchers in Science Education usually study Students' perceptions of Science subjects like chemistry and their topics. Why are they doing this? What did they want to gain? Is there any relationship between Students perceptions and Academic Achievement?
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Oh yes, there is. Since you mentioned chemistry, I will take it to illustrate my point. In each country, academic performance or achievement, say in chemistry, is roughly situated between two scores on a scale of 100 (say, here, between 40 and 70). If your students are good achievers, they will score higher than the acknowledged range of scores. However, if they are strikingly below the average, there must be an explanation, which is often arrived at through a survey of the perception of chemistry by students. To conjecture, some of the explanations may lie within the educational system itself (including one or all of the curriculum and syllabi, teacher, and student) or in the broader political, economic, social, etc., contexts of the country. The role of the educator on eliciting the perception of students about chemistry here, is to try to see if anything can be done to overcome a negative perception, and slowly begin to turn it into a positive one, which would definitely through time have a favorable impact on academic achievement.
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Dear RG community,
I would like to open this thread in order to have some feedback gain about the importance of creating and developing a virtual teaching portfolio (VTP).
According to Wikipedia [1] an Electronic portfolio - EP has the following definition, I unquote:
"An electronic portfolio (also known as a digital portfolio, online portfolio, e-portfolio, e-folio, or eFolio) is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time."
In this thread, we aim to understand the differences between a virtual teaching portfolio-VTP and a scholar blog-SB where not only we share written documentation---but also learning and teaching experiences, becomes crucial for a teacher`s career.
Thank you all.
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The big ideas behind micro-credentials by T. Blackman at The Open University & K. Jona at Northeastern University, Sep. 2021.
Two experts in flexible learning programs discuss the evolution and adoption of alternative teaching models and credentials in higher education.
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Looking to collaborate with other academicians in the field of Science Education. Lets get going at it
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Please have look on our(Eminent Biosciences (EMBS)) collaborations.. and let me know if interested to associate with us
Our recent publications In collaborations with industries and academia in India and world wide.
EMBS publication In association with Universidad Tecnológica Metropolitana, Santiago, Chile. Publication Link: https://pubmed.ncbi.nlm.nih.gov/33397265/
EMBS publication In association with Moscow State University , Russia. Publication Link: https://pubmed.ncbi.nlm.nih.gov/32967475/
EMBS publication In association with Icahn Institute of Genomics and Multiscale Biology,, Mount Sinai Health System, Manhattan, NY, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29199918
EMBS publication In association with University of Missouri, St. Louis, MO, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30457050
EMBS publication In association with Virginia Commonwealth University, Richmond, Virginia, USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
EMBS publication In association with ICMR- NIN(National Institute of Nutrition), Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/23030611
EMBS publication In association with University of Minnesota Duluth, Duluth MN 55811 USA. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852211
EMBS publication In association with University of Yaounde I, PO Box 812, Yaoundé, Cameroon. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
EMBS publication In association with Federal University of Paraíba, João Pessoa, PB, Brazil. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30693065
Eminent Biosciences(EMBS) and University of Yaoundé I, Yaoundé, Cameroon. Publication Link: https://pubmed.ncbi.nlm.nih.gov/31210847/
Eminent Biosciences(EMBS) and University of the Basque Country UPV/EHU, 48080, Leioa, Spain. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27852204
Eminent Biosciences(EMBS) and King Saud University, Riyadh, Saudi Arabia. Publication Link: http://www.eurekaselect.com/135585
Eminent Biosciences(EMBS) and NIPER , Hyderabad, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
Eminent Biosciences(EMBS) and Alagappa University, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30950335
Eminent Biosciences(EMBS) and Jawaharlal Nehru Technological University, Hyderabad , India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/28472910
Eminent Biosciences(EMBS) and C.S.I.R – CRISAT, Karaikudi, Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237676
Eminent Biosciences(EMBS) and Karpagam academy of higher education, Eachinary, Coimbatore , Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237672
Eminent Biosciences(EMBS) and Ballets Olaeta Kalea, 4, 48014 Bilbao, Bizkaia, Spain. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29199918
Eminent Biosciences(EMBS) and Hospital for Genetic Diseases, Osmania University, Hyderabad - 500 016, Telangana, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/28472910
Eminent Biosciences(EMBS) and School of Ocean Science and Technology, Kerala University of Fisheries and Ocean Studies, Panangad-682 506, Cochin, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27964704
Eminent Biosciences(EMBS) and CODEWEL Nireekshana-ACET, Hyderabad, Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/26770024
Eminent Biosciences(EMBS) and Bharathiyar University, Coimbatore-641046, Tamilnadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27919211
Eminent Biosciences(EMBS) and LPU University, Phagwara, Punjab, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/31030499
Eminent Biosciences(EMBS) and Department of Bioinformatics, Kerala University, Kerala. Publication Link: http://www.eurekaselect.com/135585
Eminent Biosciences(EMBS) and Gandhi Medical College and Osmania Medical College, Hyderabad 500 038, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27450915
Eminent Biosciences(EMBS) and National College (Affiliated to Bharathidasan University), Tiruchirapalli, 620 001 Tamil Nadu, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/27266485
Eminent Biosciences(EMBS) and University of Calicut - 673635, Kerala, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/23030611
Eminent Biosciences(EMBS) and NIPER, Hyderabad, India. ) Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/29053759
Eminent Biosciences(EMBS) and King George's Medical University, (Erstwhile C.S.M. Medical University), Lucknow-226 003, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25579575
Eminent Biosciences(EMBS) and School of Chemical & Biotechnology, SASTRA University, Thanjavur, India Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25579569
Eminent Biosciences(EMBS) and Safi center for scientific research, Malappuram, Kerala, India. Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/30237672
Eminent Biosciences(EMBS) and Dept of Genetics, Osmania University, Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/25248957
EMBS publication In association with Institute of Genetics and Hospital for Genetic Diseases, Osmania University, Hyderabad Publication Link: https://www.ncbi.nlm.nih.gov/pubmed/26229292
Sincerely,
Dr. Anuraj Nayarisseri
Principal Scientist & Director,
Eminent Biosciences.
Mob :+91 97522 95342
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Dear and Distinguished Fellows from the solid-state physics RG community.
Does have anyone read after 20 years the preprint from Prof. Laughlin A Critique of two metals?
I read it when I was a PhD student. I think his opinion after 20 years deserves more attention. Please, feel free to follow down the link to the arXiv preprint if somebody has an interest and please leave your opinion:
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Hello,
I have a Case / Control genotype study (one qualitative phenotype). so I carried a genetic association analysis with PLINK (logistic)
and I've identified hundreds of SNPs with very low Pval (<5x 10 -8) and a good OR.
Until there everything is good, but I block for the next. infact, I want to select a small number of SNPs to create a predictor and creates a like a test to predict the sample class according to genotype(Case or Control)
How to make the selection?
How to calculate the weight of each SNP in this test?
How to calculate the score that includes these weight?
How to set the score threshold to say if the sample is Case or Control?
Thank you 
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Mohamed Belhocine How can we compute the threshold score to differentiate cases and controls after using the above method? Thank you.
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STEM fue el tema principal de la conferencia internacional ASTE 2019, con al menos 8 pósteres, 27 presentaciones orales y 3 talleres que promovieron las aulas STEM, la instrucción/enseñanza STEM, las lecciones STEM, los campamentos de verano STEM, los clubes STEM y las escuelas STEM sin proporcionar una conceptualización o definición operativa de lo que es STEM. Algunas presentaciones defendían la integración de las disciplinas, pero el ejemplo proporcionado fue principalmente prácticas "indagatorias" y de "diseño de ingeniería" que de hecho no diferían del tipo de actividades en el aula hands-on/minds-off mal conceptualizadas y epistemológicamente incongruentes.
Por lo tanto, vale la pena considerar:
(1) ¿Por qué lo llamamos STEM si no difiere de las prácticas aplicadas durante décadas (por ejemplo, indagación, actividades hands-on)?
(2) ¿Qué beneficios (si los hubiere) puede aportar esta mentalidad/tendencia de STEMinificación a la educación científica y su investigación?
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1) Moda
2) Igualdad supuestamente.
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I need free or low cost SCOPUS Journal in Science Education or Education please
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Please try to search your concern via the links of SCOPUS Indexed journals.
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At the moment it is very much a lab based follow the recipe type approach. I want to change to a series of mini-projects based on the content of the course. However, the primary focus is on establishing the relevance and importance of chemistry for health sciences students. At this stage I envision something theoretical, with a small aspect which can be demonstrated physically - the students need to explain the theory and link it to a specific practical activity.
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I recommend to you read about PBL (problem based learning)in practice classes. This learning approach it very useful.
Perhaps you can use a problem even to introduce the course, where your students could build those linkages by themself.
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Hi guys,
We've run a study using the Delphi method. Now, at the end, we'd like to conclude with a bigger implication. Does it make sense to you to have the results assessed by another, bigger group of respondents to confirm the study's results?
Thank you for your opinion.
Best wishes,
Martin
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Yes, that is correct. That way, in order to obtain a measure of consistency, Kendall coefficient of concordance can be used. The coefficient is a statistical test of agreement to test two or more sets of rankings in a contest (Israel, 2009). It varies between “0,” indicating no agreement between judges, and “+1,” indicating a complete agreement. That way you can turn from "just opinion of several people picked as a convenient sample" to "an agreement trend between the participants, where the not agreed responses will not be considered".
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I am interested to know more about the ICT tools (including websites, applications, devices) that are adopted to facilitate science education inside and outside the school context.
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I could add also to the thread, the PhET library with HTML5 format (no need for a javascript plugin).
Available in several languages, and new developments due to the pandemic.
Physics, Math and General Sciences, as said in previous posts, with STEM subjects content.
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Good morning, I'm doing a review of the literature on initial training of teachers in Africa, in particular science teachers (Biology, Geology, Chemistry, Physics, and Mathematics).
So far, research conducted at Scopus resulted in  a limited the numbers of articles (16 for pre-sercice teacher and 4 for science teachers in particular).
Moreover, the identified research is mainly from South Africa (a country which is according to HDI 2018, in the category of  high human development,http://hdr.undp.org/en/countries/profiles/ZAF) but it was intended to give a broader view, including research from African developing countries.
Can you help me with the indication of databases where I can perform this search with the broader results? Or identify important research/researchers, in particular from African developing who I may contact?
Thanks
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Bonjour, je fais une revue de la littérature sur la formation initiale des enseignants en Afrique, en particulier des professeurs de sciences (biologie, géologie, chimie, physique et mathématiques).
Jusqu'à présent, les recherches menées à Scopus ont abouti à un nombre limité d'articles (16 enseignants en formation et 4 pour ceux de sciences notamment).
De plus, la recherche identifiée provient principalement d'Afrique du Sud (un pays qui est selon l'IDH 2018, dans la catégorie à haut développement humain, http://hdr.undp.org/en/countries/profiles/ZAF).
Pouvez-vous m'aider avec l'indication des bases de données où je peux effectuer cette recherche avec des résultats plus larges? Ou identifier des recherches / chercheurs importants, en particulier africains en développement, avec qui je peux contacter?
Merci
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Bom dia, estou a fazer uma revisão da literatura sobre formação inicial de professores em África, em particular de professores de ciências (Biologia, Geologia, Química, Física e Matemática).
Até agora, das pesquisas realizadas na Scopus, resultaram um número limitado de artigos (16 para professor em formação inicial e 4 para professores de ciências em particular).
Além disso, na pesquisa realizada surge principalmente África do Sul (país que é de acordo com o HDI 2018, na categoria de alto desenvolvimento humano, http://hdr.undp.org/en/countries/profiles/ZAF), mas tinha como objetivo dar uma visão mais ampla, incluindo investigação em países africanos em desenvolvimento.
Podem ajudar-me com a indicação de bases de dados onde eu possa realizar esta pesquisa com os resultados mais amplos? Ou identificar importantes investigações/investigadores, em particular do desenvolvimento africano com quem posso contatar?
Obrigado
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Trained teachers and other data on the education sector:
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Currently, I collected data from science teachers to Understand their intention to use augmented reality: using some behavioral theories. I prepared the method and results sections.
I am looking for a colleague who has knowledge of the use of technology in education in particular science education and has work experience to test psychological theories (e.g., TPB, NAM, UTAUT, and UTAUT 2). You can contact me for detailed information about the study.
I expect the colleague I am looking for
  • to assist me in completing the introduction and discussion sections of the work.
  • Having articles on this subject in journals previously indexed in SSCI, SCI, or SCI-expanded.
The colleague who wants to work with me can contact me via my e-mail address (huseyin.ates@ahievran.edu.tr).
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Hi
How could I help you dear?
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Considering the context of the COVID-19 pandemic that requires remote teaching activities. In the case of Chemical Education, which requires a high degree of abstraction and the use of visualizations can effectively contribute to the student's learning process, how does the teacher deal with the relationship of macro, micro and symbolic representations, in online teaching?
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I think that the teacher can use some applications that are online intended for learning the nomenclature, elaboration and spatial representation of molecules. There are also reaction simulators and laboratory practices where through color change you can explain and discuss with students the causes of a color change or a gas release. Also the teacher and students can make representations through animation programs that are useful to represent (model) some change or transformation of the matter.
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Dear fellow academicians, firstly I wish the health & safety of you and your relatives during this pandemic; and present my kindest regards from Turkey. I am working on a research project that is orientated towards the pre-service training of science teachers through the utilization of low-end VR (Virtual reality) materials. Although bearing a humble background regarding this topic, I am also aware that there is still much to go before sufficiently rationalizing it and inferring any potential conclusions as a result of such an intervention.
Therefore, I am asking for your thoughts, backing, and counter-arguments against the use of VR in the training of pre-service science teachers. As a tentative outline, I am proposing the basic elements as follows;
The central educational gap that will be addressed: I plan to address the artificiality of the science instruction in the classrooms, which have been torn apart from the actual context that modern science is concerned with. My preliminary target in this manner is the facilitation of the instructional practices of pre-service science teachers.
Underlying theoretical perspective: I plan to adhere to the Contextual learning theory as my central perspective of research. In the research on VR-assisted science education, the most prominent tendency is the lack of theory, particularly in manipulative interventions. Apart from that, the Experiential learning theory appears as the dominant choice in the relevant literature, which primarily is in-line with high-end VR materials. However, I am keen to believe that the nature of contextual learning is compatible more with low-end VR materials, which I plan to utilize for this intervention.
What is the nature of the intervention that you plan to develop?: During the micro-teaching practices of pre-service science teachers, I plan to require them to use their mobile phones as VR headsets with the phone shell that I will provide. The reflections of this intervention will be evaluated with the focus group interviews and the quantitative queries regarding the technology acceptances of the participants as well as the peer reviews between the participants and the initial feedbacks of mine for them
Who is the target group of the intervention?: The target group of the intervention thought to consists of the pre-service science teachers from a state university that enrolled in the "Instructional Technologies" course.
What kind of setting will you use?: I plan to train and encourage the participants to use low-end VR during their micro-teaching practices during the approximately 12-week semester, first three weeks allocated for the necessary training. The required hardware power is abundant as the participants will use their devices, as the VR interface framework named Google Cardboard is compatible with most of the consumer devices. The head-mounted displays that I will provide are low-cost tools that just contain two biconvex optic lenses and an area that the smartphones from different sizes can be embedded. This even can be DIY' ed using regular cardboards, as the name suggests.
What kind of learning outcomes do you plan to target?: Technology acceptance of pre-service teachers, primarily through the mixed-method evaluations, in order to ensure the triangulation(s) of data, method, inferences resulting from these.
What I am requesting from you resembles a pre-peer-review for such a construction. For example, I would be flattered if you would propose alternative learning theories to take as the basis of such an intervention, sharing your ideas, the suitable VR-based materials, resources and tools to use in the process and may even propose an adequate educational design research framework for me to adhere to.
Let such a conversation to flourish, which would not only guide me during this process but also serve as a convalescent topic of discussion for relevant emerging research! As this encouragement implies, I intend to keep this discussion alive until being incapable of doing so :-) Let us brainstorm together and assemble as the "Avengers" of the science education literature!
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Dear all, firstly I would like to thank you for your valuable contributions to this discussion. Dear Abdelkader Mohamed Abdelkader Elsayed , my special gratidues for sharing such a comprehensive resource! It will definitely aid me in the presenting a background for VR-assisted instruction in my future work. However, the document you shared may arise some copyright issues from the publicators for you. With my sincere apologies, may I suggest you to just provide a reference for this splendid contribution rather than the URL?
Dear Raad Shaker Alnayli , I am happy that this discussion gained your interest and praise. Thank you for your contribution!
Dear Saif N.A. Almaamari , thank you for your meaningful suggestion! In fact, I am particularly interested in the reflectivity-laden methods in my research as well, an example from my preliminary inquiries:
I have just added this paper to my "To-be-read" list. Let me know if there are related research in the future investigating the practices of PSTs please!
One last time, I sincerely thank you for your valuable contributions!
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Hi, I'm preparing a candidature for a post as Associate Professor at the University of Aveiro. I have to choose among your publication 5 articles. This is one that I choose since it is the corollary of the project IPEC - Research and Practices in Science Education. That project aimed to increase the relationship between research and practice. From several theoretical approaches, we develop a model for the professional development of teachers. It was a very productive interactive project, that involved the collaboration between researchers and teachers to develop curricular modules being the subject of sustainability, for secondary schools. We would like to have feedback to reinforce your choice. All the comments are welcome.
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Segun Michael Ojetunde thanks for your interest, the outcomes of the project are described in other papers. We anlysed the impact of the collaborative work carried out in which concerns the teachers practices. You can read the results of the analysis in the following papers:
There is another one that concerns the curricular management principles explored to develop the science education modules but it is in Portuguese.
I hope to have been helpfull
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What are constraints and possibilities from the critical analysis of the secondary level Science curriculum in Myanmar?
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Uses of science resources
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As you&I know, each country has its own education system. It is not possible to reach the curriculum of some countries. or i know that is. Particularly, it is more difficult to find the course gains of primary schools and primary schools. Can you help me find the curriculum for science education in primary schools and secondary school? Thank you
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Nice My Dear Andrew LaRusch .
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Meeting my grade 7 class once a week for 60 mins (really short) how can I assess them without using their books or any summative type of test?
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I agree with Tylor Burrows .
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What are the measures that science teachers could practice or contribute to the community or the curriculum as vital players after the covid crisis?
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A needed one role could be teach fellow students how some scientists decided to play dice & almost destroyed humankind with SARS-CoV-20. In other words "the ethics of science & walfare"
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Importance of resources in science education
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Changes the process of teaching and learning of science from abstract to a realistic perspective.
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Hi, I'm preparing a candidature for a post as Associate Professor at the University of Aveiro. I have to choose among your publication 5 articles. This is one that I choose since it is the corollary of the project IPEC - Research and Practices in Science Education. That project aimed to increase the relationship between research and practice. From several theoretical approaches, we develop a model for the professional development of teachers. It was a very productive interactive project, that involved the collaboration between researchers and teachers to develop curricular modules being the subject of sustainability, for secondary schools. We would like to have feedback to reinforce your choice. All the comments are welcome.
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Using Peer Assessment is best way in the teaching as well as learning. It is more like two way process where students involve themselves in assessment as well as learning.
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I found this quotation of Steven Jay Gould on the internet. I am pretty much intrigued by this quotation. Please share your thoughts about this quotation.
How severe is the case in your country that many potential scientists and researchers could not achieve success and got derailed in their lives (due to lack of proper education, training, facilities, government sponsorship, poverty, vulnerability, etc.)?
(I mention my student Samir Ashraf, who gave some first thoughts about it).
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Einstein is in my opinion a rather poor, if striking, starting point for this discussion.
Indeed, if we follow Thomas Kuhn distinction of ‘normal’ phases of scientific development vs. ‘scientific revolutions’ involving a deep paradigm change, Einstein is very much the archetype of a paradigm-changer. But there are very few true scientific revolutions, typically one a century or less, and their possibility is less a question of ‘talent’ of the scientists that initiate them (even it it does certainly call for quite a bit of genius) than of the convergence of many parameters yielding a kind of embrittlement of the old paradigm.
So in this sense, no, there couldn’t have been many potential Einsteins in the cotton fields : there simply wasn’t room for them in science between, say, Newton and Einstein.
On the other hand, if the question is ‘were there potentially highly talented young people in the cotton fields who never had the possibility to develop their talent for science’, it does indeed seem obvious. And Gould is absolutely right to suggest that, if we want more scientific progress, we should certainly start studying ways to let more potential scientific talents fructify rather than how Einstein’s synapses may have worked.
Also, to quote Robert Heinlein :
Throughout history, poverty is the normal condition of man. Advances which permit this norm to be exceeded — here and there, now and then — are the work of an extremely small minority, frequently despised, often condemned, and almost always opposed by all right thinking people. Whenever this tiny minority is kept from creating, or (as sometimes happens) is driven out of a society, the people then slip back into abject poverty.
This is known as "bad luck."
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Active vs. passive matrix is explained in popular science websites as simultaneous turning on-off, one row or one pixel at a time or power efficiency. But how are they related to "matrix" active or passive? Besides, not all LED were turned on along a single line in any given time in PMOLEDs' picture. Why?
Also provide some suitable textbook or research reference to introduction to organic electronics, And more importantly, mention prerequisite knowledge.
The article link https://www.oled-info.com/pmoled-vs-amoled-whats-difference makes not much information, and meaning of "active" and "passive" matrix
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Dear Sumit,
The colleagues hinted the answer but i want to add some elaborate definitions. Passive and active do not concern the Led it self. It concerns the display matrix of the optical display. If the display does not contain amplifiers to drive the LEDs it will be passive and vice versa.
Generally the term passive means not containing amplification.
while active means it contains amplifiers. The amplifiers may be called also drivers.
As for the education my advice is to study:
- Semiconductor materials with emphasis to the organic semiconductors
- Semiconductor devices including diodes and transistors
- Basic electronic circuits both analog and digital.
- Optoelectronics
A s a basic book you can refer to the book:
Best wishes
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The misconception of Cloud-cloud collision is unable to show continuous triboelectric effect and charge differentiation of clouds. Rather, now charge exchange. Rather, wikipedia mentioned charge exchange between uprising supercooled water and ice droplets and Graupel (soft haill).
But both are nearly same material (water and ice)- why and do they exchange charge? even if they dow, how only state and crystallinity change of a material can change its triboelectric properties? Is there any structure-property justification of triboelectric series, anyway?
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The plausible charge separation mechanism in convective clouds, leading to lightning, was suggested by Baker et al. (1987) (Q. J. R. Meteorol. Soc. 113, 1987, pp 1193–1215). The essence of the process is the interaction of particles with different growth rates and different electrical charges. The succinct summary is presented by Saunders in the paper “Charge Separation Mechanisms in Clouds”
>>Begin quote:
“A thunderstorm charging mechanism based on vapour deposition rate, first proposed by Baker et al. (1987), has been successful in helping to account for differences between the results from various laboratory studies. The concept follows on from the result described earlier that, during collisions leading to the removal of some surface mass from the larger particle, fast growing ice surfaces charge positively and conversely, sublimating surfaces charge negatively. Baker et al., suggested that an additional variable comes into play when two ice surfaces having different vapour diffusional growth rates come into brief contact, namely the surface state of the smaller particle in the collision process”.
End quote<<
(A copy of the paper is attached)
In summary, the traditional concepts of charge separation in triboelectric effect, observed in experiments with the Van de Graaff generator, do not have direct application in clouds due to thermodynamic and diffusion processes.
Additional reference:
Lightning: Physics and Effects (Vladimir Rakov and Martin Uman, Cambridge University Press, 2003).
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There's a large discrepancy in the number of citations I've received on Google Scholar and Research Gate. For example, Research Gate shows only 15 citations for my book The Science Education of American Girls, but according to Google Scholar, that book has received 188 citations since it's been published.
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Kim - it is an often asked question. The simple answer is that all database scoring systems are different and draw from different citation resources. Some are far more generous (inclusive) than others. Compare GoogleScholar (one of the most generous) to ISI WoS (one of the most conservative). RG sits somewhere in between generally.
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In science class room constructivist approach is useful
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Aaaw, thanks so much. You saved me . I was actually stressed looking for information on this
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STEM was the main topic at the 2019 ASTE international conference, with at least 8 posters, 27 oral presentations and 3 workshops promoting STEM classrooms, STEM instruction/teaching, STEM lessons, STEM summer camps, STEM clubs, and STEM schools without providing an operational conceptualization or definition of what STEM is. Some oral presentations advocated for disciplines integration, but the example provided were mainly "inquiry based" and "Engineering Design Process" practices which in fact did not differed from the overly used, poorly conceptualized and epistemologically incongruent hands on/minds off type of classroom activities.
Therefore, it is worth considering:
(1) Why do we call it STEM if it does not differ from practices being implemented for decades (e.g. inquiry, hands on activities)?
(2) What benefits (if any) can this STEMification mentality/trend bring to science education?
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STEM was first conceived as a collective concept by the National Science Foundation in the USA about 30 years ago out of concerns for the quality of undergraduate education , leading to the establishment of Project Kaleidoscope (Elrod, 2010). This and other American funded initiatives have tended to focus on individual teaching enhancements based on the premise that many evidence-based individual improvements will lead to a collective change. However, this has generally not worked out the way these funders originally anticipated.
American interest in STEM education increased rapidly following the publication of Friedman’s (2005) analysis that China and India were on course to overtake the USA in the global economy by surpassing their STEM educational output. Subsequently, other Western countries have followed America’s lead, such as the UK which ran a National HE STEM Programme (2013) from 2009 to 2012. STEM educational reforms are therefore mainly driven by economic rather that pedagogical concerns, leading Fairweather (2008: 6) to describe them as, “solutions in search of a problem”.
References
Elrod, S. (2010) Project Kaleidoscope 2.0: Leadership for twenty-first-century STEM education. Liberal Education, 96(4), pp. 24-33.
Fairweather, J. (2008) Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education. Washington, DC: Board of Science Education, National Research Council, The National Academies.
Friedman, T. (2005) The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.
National HE STEM Programme (2013) Enabling the HE sector to engage with schools, enhance curricula, support graduates and develop the workforce, http://www.hestem.ac.uk/.
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Hi everyone,
I was just wondering if anyone was interested in eye-tracking as a method in science education research being a Special interest group in ESERA.
There are several conditions we need to meet in order to be acknowledged and supported, nevertheless, the idea seems appealing.
Please, let me know in case you'd consider joining us.
Best for now,
Martin Rusek
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I don't now if this is similar but I have heard of researchers in Denmark who have used eye-tracking on children visiting museums. The researchers wanted to further develop their museums by finding out what children look at when they visit.
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Example:
Our citrus industry can be related to the concept of ecosystem in Biology course. Here, I can explain that the citrus tree is a home to various insect and a substrate to some mosses; in which these insects and mosses may develop ecological relationship with one another.
If you can share me teaching materials or researches that relates science teaching with your local industry, that would be of great help to my study as well.
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In our country, the pharmaceutical industry can be considered as a "true" chemical industry which has become reputable & succeeded in selling medicines to Europe as well as covering many local market demands.
While teaching industrial chemistry, I explain that most of the pharmaceutical industries "worldwide" are of the batch type so as our industries here. Students are required to understand, through examples, the characteristics of an industrial batch industry together with what items of equipment it will have & how these tools are operated.
A typical chemical industry must have a section for R&D "research & development" and our local pharmaceutical industries do have that from information I gathered from our graduates who work there. Therefore, students are required to know examples of the duties of the R&D section in an industry and the type of "applied" research that is carried out there.
Students of the industrial chemistry course ought to know the chemical names, the structural formulas, and the function of the most famous drugs such as Aspirin, Panadol, paracetamol , penicillin, amoxicillin…etc.
Even though it is an introductory course, students do not appreciate its value until they graduate & become fortunate enough to be employed in a chemical industry "pharmaceutical or other industries such as paints, plastics…etc.".
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In the Philippines, some (if not most) of the science concepts are contextualized to promote local industry. Example is in ecology, the local industry of rice planting involves pest or insect control. The teacher can illustrate the roles of natural enemies and parasitoids to control the pests that could harm the rice plants.
In your country, what are your strategies that involve education in the promotion of your local industry and products?
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This is a very cricual question. I think the previous replies have mentioned interestng information.
I believe this question is linked to the relationship between education and society generally.
Education can focus on plenty of skills, knowledge and attitudes that can help local industry and entrepreneurship.
Skills: leadership, planning, desining, evaluating
Knowledge: things around local community that can help professional developent of learners
Attitudes: friendly to creativity and entrepreneuriship
That is in brief of course!
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The Inquiry-based Learning (IBL) approach involves various levels: Confirmation, Structured, Guided, and Open Inquiry. This approach is suitable for laboratory teaching.
Please recommend some of your strategies/researches that employ IBL approach in teaching the science course.
How is it effective? Are there problems you encountered while implementing?
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agree with@ Krishnan Umachandran
regards
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I am currently working on instructional materials that are zero-waste or that can help reduce wastes in science laboratory activities. To share your journals, articles, and research/es to help me in my study is highly appreciated. Thanks!
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Simulate your science exercises online whenever possible using a virtual lab: https://www.youtube.com/watch?v=O55o0wimf_w
Best regards,
Debra
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The project aims to examine chemistry students’ gender awareness and assumptions about a gender-inclusive chemistry curriculum at a UK university.
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Thank you Prof R.s. Sindhu for your kind comment and suggestions.
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Hello
I am a prof. at Istanbul University College of Education Department of Science Education. I had a PhD at University of Iowa and my study subject are nature of science, scientific injury, epistemology and argumentation.
I would like to part of this study. Because, last couple of years middle school students’ demographic information in Turkey dramatically changed because of migration from Syria. This demographic changes is seen in mostly in city of Istanbul and Gaziantep because of increase population of Syrians.
Result of this, number of students in classroom is increased, classroom management become difficult for teachers and application of scientific inquiry sometimes become harder to instruct for them. Because of this most teachers start to use traditional teaching methods.
I believe this situations have a negative effect of students’ views on scientific inquiry.
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Scientific thinking requires Focus, Logic, Persistence which in turn requires a Passion and Love of the thought process. Hence, the students need to be engaged in discourses which develop this passion and love to think. This love of thinking or meta-learning can be developed in children. The educational systems do not do this, but it can be incorporated into it quite easily. We as Tzaddukhim have been doing this for almost 3500 years. It is a religious activity but it can be made a secular one very easily. the way we do it is that starting at the age of 7 when go our kenesa (or synagogue) on Saturday, our Hakham (teacher) would create groups of two students and give each group a saying of one of our sages from the Sefer Hakhamim (Book of Sages or Wisdom). the two students are supposed to discuss with each other and one student is supposed to come up with a meaning that is the closest to that saying. this is called the art of discourse. we do this for 4 to 5 hours without break and the Hakham goes around making sure that we are not yelling, cursing or even hitting each other out of anger. this activity is done formally from the age of 7 to the age of 18. this develops the love for thinking as well as the ability to think outside the box. it also builds self confidence and removes any fear from engaging in discussion with anyone. I see no reason that any educational system cannot include this type of activity and starting with young minds will be the best. I hope the Turkish educational system incorporates this activity in their system for both the Turkish and the Syrian pupils and Insha Allah you will not be disappointed. thanks.
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The study focuses specifically on chemistry, but any papers related to gender-sensitive science education at university level would be much appreciated.
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Have a poster competition on how women should be portrayed in promotiional materials for STEM programs and/or have a debate on the need for more female architects so that the washrooms and buildings would be more user-friendly to women. For example, adequate shelf space in the washrooms for their handbags and overhead canopies at the building entrances so that their hairstyles are not ruined when it rains or snows.
Best regards,
Debra
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What are the pressing issues in Science Education based on PISA Results?
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I should like to add some positve aspects of PISA
1 We now have much more accurate, up-to-date statistical information about our education system. A comprehensive educational report is published every two years.
2 Setting benchmarks for those areas of the education system that are in deficit in order to remedy these deficits within a certain period of time is a step forward from earlier.
3 Overall, the education system is subject to much stronger controlling than was previously the case.
4 The - at least statistical - comparability of data on an international scale did not exist before, Pisa has brought them - an advantage.
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I would like to know if it makes sense to perform a statistical analysis to evaluate how to improve the learning process and the teaching process during teaching. When teaching physics, chemistry or mathematics, does it have any utility to evaluate additional data to test scores and to the fulfillment of the program in class? How does the teaching process in the best teaching centers, the statistics that work for them, make sense, or is it simply a matter of quality in the knowledge and appropriate strategies? Greetings.
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Doing a statistic analysis on the student answers to test questions can tell you what portions of the curriculum that the students are not grasping well. This can be used as a tool to strengthen those areas in you lessons.
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In reference to the three attached articles in which it is shown that
  • The theory of length contraction and time dilation are based on a simple oversight. When analyzing the Michelson & Morley experiment, both FitzGerlad and Lorentz only examined the movement of light and proposed the theory of length contraction. They, however, failed to explore the movement of the half-silvered-mirror to realize that length contraction is not a viable idea. One of the main result of the oversight was the introduction of Lorentz Transformation Equations. Later on, special relativity (SR) accepted and adapted Lorentz’s ideas and mathematics.
  • An imaginary instrument, the light clock, was created and used as the clock of choice for SR. Examination of the working of the clock, as described by SR, shows that the supposed time dilation is correct for only one positioning of the clock. Any other orientation creates irregular ticks and overall longer unit of time, which is linked to the orientation of the clock. Finally, the direction of the clock movement influences the unit of time.
  • The laws of physics are not always binding to an outside observer moving with a constant speed.
Making a mistake in science is common and unavoidable, but science has an honourable practice of not insisting on it when the error is found. The longer it takes for the mistake to be discovered and discarded the more damaging it would be to the integrity and reliability of science.
This question is a test for upholding the acclaimed integrity of science. Either the correctness of each case above and Lorentz transformation should be defended or all the theories and claimed experiments based on the mistakes must be banned in textbooks and classrooms, except as a lesson-learned case in the history of science.
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Dear Timothy and Rafael
You are right to say that theories evolve and some new ones are created. These changes happen with better collective understanding of a scientific subject and the development of advanced equipment. For example, we know scientists before Galileo relied mainly on their eyesight to do astronomy and that was one of the main reasons the subject stagnated for centuries.
But it seems that this is not the case for the theory of special relativity and Lorentz transformation equations. They were proposed not because of the advances in equipment or better understanding of the subject but based on hasty conclusion from the only experiment which was available to scientists of the time.
Unfortunately, they have created an atmosphere to overwhelm any doubt. The relativistic theory is in place for more than a century and It seems its grip will last for years to come.
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From my own experience I would say that both of these forms of publishers should be phased out for the sake of scientific advancements. One doesn’t seem to have enough resources to do their job properly, and the other just blindly follows the leaders to barricade their doctrines. The best is to submit our works to ResearchGate, and probably viXra if you don’t mind.
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A few years ago, I inadvertently published a paper in a "predatory journal":
The peer review process was very light with two reviewers providing minor comments, but the journal published within weeks of submitting, created a nice-looking pdf, and I paid USD 70 for open access. I was looking for speed in the publication process because the issue needed to be brought to the attention of the Indonesian government quickly. So, I got speed and open access, allowing me to use the link in media, and I know that government became quickly aware of the issues discussed in the paper.
I felt bad when I noticed that the publishing group was listed on Beall's list (which was then still in use), but in the end I don't really mind. Time is often a crucial factor in conservation. Orangutans, the species I was working on, are disappearing at a rate of 6,000 per year. Of course, publishing alone is not going to stop the death of these animals but some publications have been very influential in conservation.
One problem with publishing in predatory journals though is that few will cite the paper. People generally prefer citing papers published in high impact journals, which is why they are high impact. Our paper was viewed 3605 times and downloaded 112 times, but I don't think that anyone but myself has ever cited it. It's not a bad paper, but I doubt it will get much scientific attention.
One thing to remember is that cheap journals provide an opportunity for young scientists who do not have access to publishing funds to get started with their publications. If you are from a country where monthly salaries average USD 250, a publication fee of several thousand dollars is an insurmountable barrier. Cheaper options may provide opportunity to hone research and writing skills so that later one can attract the kind of funding that allows one to pay higher publication fee. How many budding scientists have turned away from science because they couldn't get published?
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what is instructional television? Advantages and disadvantages of Instructional TV?
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The extremely interesting and topical questions below were about the rift between digital and analog circuits
But the human aspects engendered by this "war" are even more important for us, human beings, living and working in this continously changing environment. This "digitalization" makes a tremendous impact on the electronics, particularly on electronics education. In addition to all the positive sides of this process, there are negative aspects as well...
First of all, this tendency has imposed the domination of the formal approach in technical education. Making circuits digital, miniaturizing and enclosing them in packages, and interacting with them by means of software (e.g., FPGA) has apparently eliminated the need of technical abilities, a natural aptitude to technics (simply, the vocation for mastering something material, e.g., real circuits, with his/her own hands). This gives a chance to students that are averse to technics to enter technical universities at the expense of those having a technical vocation. For example, students graduated mathematical, philological, trading and other non-technical schools can easily enter Technical university of Sofia by solving a few mathematical problems without any proof of their technical aptitudes). In the Computer systems department, where I teach basic, digital and microcomputer circuitry, our students become sooner a kind of "informatics" specialists than real engineers...
Of course, the same sorry truth can be said about teachers and university lecturers. The abstract digital ground gives an excellent opportunity for those of them having no technical sense, abilities and vocation, to work in technical departments where to build "brilliant" courses and to carry out "striking" lections analyzing circuits by applying sophisticated formal methods without understanding circuit phenomena. I have noted the sorry truth that I can talk with my colleagues about anything but only without circuits...
This topic is considered in the interesting materials below kindly given by Prof. Lutz von Wangenheim:
It is interesting to predict what will be the results of this process...
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Have positive aspects and negative aspects
For example, negatively affect social skills
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We are planning to conduct a training for elementary science teachers on making improvised instructional materials to improve the quality of science teaching. Most of the science teachers in our city are non-science majors which prompted us to organize a training-workshop. What are improvised science instructional materials you can suggest that we can do?
Here is an example of what we want to do. An improvised microscope
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Angelo, I salute your goal to assist your upcoming workshop participants in your country by engaging in STEM with improvised materials. As a former Peace Corps Volunteer teacher in Swaziland, Africa (1981-1984) I developed a preference (driven initially by need but later by preference) for using locally available (and economical) materials, also. One improvised material I have used in my STEM PD workshops that I lead is a used plastic bottle (with its screw top) such as a small Gatorade bottle that is not a smooth cylinder (important to clean and sanitize the bottle before use). I challenge my participants, working in teams of 4 to figure out a way to fill the provided bottle half way (by volume) with water using only the bottle. I also provide them a pitcher of water to use in this challange and a stirring rod (which could be made of any material available). Each team of participants is provided these materials along with piece of colored tape (could be simply masking tape) to place on the outside of the bottle (bottom of tape aligned with top of water) that indicates the level of the water they have decided is exactly at the halfway fill mark in the bottle. Participants struggle to decided where that level, is since almost all recognize due to the bottle shape it would not be at what they see is the halfway height point. Some guess where the halfway point may be using an "eyeball strategy", while others come come to see that the bottle has a plastic seam line along its vertical shape which can be used to find the halfway by volume level of the water by turning the bottle sideways and by trial and error filling the bottle with water from a pitcher until the water level aligns with the seam. Participants place their team's water bottle with top secured and tape on the outside of the bottle side by side for comparison. Invariably, the bottles have differing places they have placed their tape. We debrief on their methods of coming to a "solution"to the challenge, with the the goal of deciding which strategy may be most fruitful in solving the challenge most accurately. We discuss the notion of "elegance" in strategy selection which for science is oftentimes associated with the notion of choosing the simplistic strategy which is shown to arrive at correct solution to a problem. The participants then usually select the seam strategy as fulfilling that criterion in this case. I then wonder if there may be a way to check to see if the seam strategy really has lead them to the same answer since there always seems to be some slight variation in the bottle levels of water even when the seam strategy is used. I suggest if they considered using the concept of set theory to consider a solution to the challenge. That is, if by volume the level of the water they have suggested fills the bottle by half, the other half (currently holding air) must be an equal volume in the bottle, since one half by one half equals a whole in set theory. Therefore, they can check whatever water level they may have thought represents half of the bottle's volume, by simply turning the bottle over vertically (make sure the cap is on tightly so no water may come out) and seeing if the resulting water level is exactly at the same point on the tape they placed earlier on the outside of the bottle to show the level of the bottle filled halfway by volume by water. This type of strategy using an application of set theory most engages their attention and their appreciation as being most elegant in this case, due to its ease in use and accuracy. As a STEM activity, we then take time in identifying what learners could learn about the "S"--gravity's impact on water in a closed container on Earth and methodology analysis of solution, "T" the technology used to produce the water bottle, "E" the design process to solve the problem, and "M" the use of a concept from mathematics to solve the problem. And, what about the bottle stirrer they ask? Why were they provided that? My response--when solving authentic challenges no one engaged in STEM knows upfront what equipment may be of value to solve the problem. The stirrer is provided not to imply it is of essential value in this instance to solve the problem (which most assume it must be, since it was provided to them in this challenge as they learned by school science always is the case if equipment is provided in a so-called school STEM inquiry experience in such as in a laboratory exercise. Lesson to notice is that in real life problems in STEM do not come all set up with directions on what may be needed (equipment, for example) to solve them. In fact, available equipment (in this instance, the stirrer) may indeed actually distract them as it may have done for some in this activity (even though when it was provided it was NOT stated it must be used to solve the challenge).
If you (or others who read this response to your question) should use my STEM activity with improvised materials that I developed (could be others have also come up with the same or a similar idea for the same improvised materials although I have never seen such activities or was influenced by any to come up with this idea) , I hope you may find success with it as I have with it over the years. If you do use it, please share your experience using it with your participants as shaped by your needs as a STEM teacher educator and your participants needs and interests. I always grow as an educator when we share our teaching stories, successes and challenges (as I think of them, as opportunities to continue learning my craft!).
All the Best, Randy
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Do you know of qualified candidates for a chemistry instructor position?
Chemistry Instructors needed during 2017-2018 academic year at Northern Illinois University’s DeKalb campus. Teaching involves mid-day lectures in 100-, 200-, and/or 300-level General and/or Organic Chemistry. PhD in chemistry (or closely related discipline) is required and prior teaching experience is desirable. Please forward letter of interest and CV to Northern Illinois University, the Department of Chemistry and Biochemistry, DeKalb, IL 60115 or e-mail ldavis@niu.edu. Review of applications will begin 7/20/17
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Timothy,
Is this really the sort of question to be asking here? Why not advertise the post and see who applies?
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Comments are welcome by 30 June 2017. See IUPAC site for more details and documents:
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Thank you to all who read the provisional recommendation and provided their feedback to the Task Group.
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Does anyone know of any recent literature review on the variables or factors that may influence teachers' enactment of innovative (i.e., socio-constructivist, reformed based, student-centered) vs. traditional (i.e., teacher-centered) teaching approaches?
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I investigated the question of teacher engagement wit feedback from mandatory performance tests in German schools (N > 6000 teachers). Unfortunately the results aren't published in English yet, but I am working on it. In a nutshell, I agree with Mark E. Gould, that especially personal factors like perception of (own) control are central.
But I can give you give you the English abstract (Groß Ophoff, J. (2013). Nationwide mandatory performance tests: reflection and use (Pädagogische Psychologie und Entwicklungspsychologie, Vol. 85). Münster: Waxmann.)
As a result of the TIMMS shock or the PISA catastrophe and the resulting empirical shift in the German education system, the Conference of Ministers of Education decided that, amongst other things, nationwide learning assessments are to be carried out. These include mandatory tests in primary schools (Project VERA: Vergleichsarbeiten in der Grundschule) which are annually conducted in a joint-state group since 2004. The distribution of materials, the accompanying communication and the feedback of scaling results (so-called competence levels) are administered by a web-based information system. Even though aggregated results are used as system monitoring information by educational administration, the performance feedback is primarily thought as encouragement and support for the participating teachers to reflect development and professionalization processes. To that end, it is necessary that they reflect on feedback, identify needs for change and evaluate consequences of specific change measures. The process model of pedagogical use of learning assessments (a.o. Helmke, 2004b; Helmke & Hosenfeld, I., 2004, 2005a) emphasizes that this process can be facilitated, but also interrupted, by various factors on individual and structural level. This model served as framework for the present study as it allows the incorporation of different theories and findings concerning the features and effects of feedback information, the reflection and use of results from student assessment studies, and the influence of attitudinal and motivational factors.
The actual use and usefulness of feedback from student assessments is a central quality attribute of evaluation studies (DeGEval, 2002). Therefore the process of educational use was investigated by means of a web-based repeated cross-sectional survey study. To identify trends and to test directional and non-directional relationships among a set of variables, questionnaire data from the years 2004 to 2008 were ana- lysed using structural equation modeling: Over the years, decreasing trends in engagement with feedback, professionalization activities and acceptance of mandatory tests, as well as a recollection of routines, became visible. This so-called “novelty effect” is probably due to the comparatively new web-based feedback procedure which led to an initial, however not sustainable increase of activity. As central influencing factor on the process of pedagogical use and personal factors, motivation was identified, which in turn is negatively effected by perception of control. In addition, self-reported use processes are positively predicted by orientation on criterion-referenced standards, intense engagement with feedback and professionalization activities. How- ever, the assumptions that were deduced from the process model could only be partially confirmed: In particular, the expected effect of engagement with performance feed- back on lesson development could not be substantiated. On the basis of the Mixed Rasch Model also typical forms of engagement with feedback could be identified and replicated. According to these results, the so-called Reflection Types differ in personal characteristics. For example, critical teachers use feedback as inducement for change the more often, the more active they inform themselves about topics related to educational assessment. The stable and replicable results speak for the validity of the report- ed findings and tally with the current state of research on teachers’ engagement with and use of performance feedback. In conclusion of the present work, systematic intervention studies are identified as essential next step in this research area.
There is also the meta-analysis by Hellrung and Hartig about the use of feedback (which is treated somewhat similar to teacher engagement in this research area):
Hellrung, K. & Hartig, J. (2013). Understanding and using feedback – A review of empirical studies concerning feedback from external evaluations to teachers. Educational Research Review, 9, 174-190.
Even though the research field is focussed on performance tests in schools, you will find some hints about supporting personal and contextual factors for teacher engagement. I hope this will help!
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Which of these variants is more beneficial to undergraduate students?
The fundamental knowledge facilitates graduates to make their own decisions.
New information makes it easy for graduates to resolve standard issues quickly.
Unfortunately, there is not much time for both variants
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Hi, Daniela,
Personally, I don't see the conflict. Undergraduate education has to be focused on critical thinking and the skills and mindset required for lifelong learning. Content, whether fundamental or cutting edge, is not the point. Learning how to learn and learning how to think are the most important foci in higher education - or at least should be.
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This question has its origin in work we do with pre-service Math Lit students.The question has to do with gaining clarity with regards to the myriad of definitions for 'models' as in Mathematical Modelling.
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I've asked around because this question was quite interesting, not that I know much about it. However, according to Bayaga, mnemonic is not a model and that it is simply to help learners remember the trigonometric basic functions. At best refer to it as a "rule".  Does this makes sense? I can introduce you to him.
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Conceptual understanding on science teaching. 
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Hi Danilo,
yes, there is a lot of research and a broad body of literature! Most commonly, what you call "conceptual understanding on science teaching" is a very important part of the research on pedagogical content knowledge (PCK). In science education research there are a lot of papers on PCK, both from an empirical point of view and dealing with more theoretical considerations. I would suggest to start with a paper like Park & Oliver (2008), van Driel & Berry (2010) and Baumert et al. (2010) and go from there to more recent, empirical papers like the more recent Keller, Neumann & Fischer (2016) or Cauet et al. (2015).
I hope I could help you!
Best regards
Christoph
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, pp 133-180.
Cauet, E., Liepertz, S., Borowski, A. & Fischer, H. (2015). Does it matter what we measure? Domain-specific professional knowledge of physics teachers. Revue suisse des sciences de l’ ́education 37(3), S. 462–479.
Keller, M., Neumann, K., & Fischer, H. E. (2016). The impact of physics teachers' pedagogical content knowledge and motivation on students' achievement and interest. Journal of Research in Science Teaching. DOI: 10.1002/tea.21378
Park, S. & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. 
Van Driel, J.H., & Berry, A. (2010). The Teacher Education Knowledge Base: Pedagogical Content Knowledge. In B. McGraw, P.L. Peterson, E. Baker, (Hrsg.): International Encyclopedia of Education, 3rd edition; Vol. 7 (S. 656-661). Oxford: Elsevier.
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Any recommended literatures/ journals/ books on biodiversity teaching?
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@Arvind Singh
You have provided sufficient and useful literature on teaching bio-diversity conservation. 
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Related literature and journal articles on biodiversity teaching. 
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 Enough literature provided by Arvind Sir
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Do you love to write or edit and love science? Well, I do. I have been able to combine the two passions of mine by choosing scientific editing as a career. It allows me to stay close to science with life-long scientific learning and communicate scientific discoveries in the best possible way. I have been an associate editor at CACTUS for almost a year, and in that time, I have come to appreciate that scientific editing is a very rewarding career option. If you are enthusiastic about scientific discoveries and have a desire to learn, scientific editing might be a good fit for you, as it has been for me.
Explore opportunities at  http://careers.cactusglobal.com/. You can send an email to editor@cactusglobal.com for details.
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I serve as an editor for the Journal of Gang Research.  Participation in this type of service work is essential to keep the knowledge base expanding in your discipline. 
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We are looking for a form with key words that allows a qualitative sampling of subjective values regarding conservation biology. So, if anyone has experience in qualitative research in conservation biology or environmental education, who wants to share, thank you.
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I thank you.
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Genetic editing seems to be a very important field for Human survival on earth as well as in interplanetary colonization. The answers sought are  for suggestions to  young students . Some basics that come to mind are , Mathematics, Physics, Biology, Nanoscience, Computer simulations. There is  vast developments in each of these areas .What specific topics in each of them would really form the core ? Are there already ug or grad programs in this field? All are welcome to suggest.
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Thank you all.
Cheers
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Ï'm looking for a new studies about conceptual scientific comics (in the kindergarten). Thak you. 
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I need soft copy of this Text book authored by G.N Tiwari Sir. 
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 Hi Arvind Sir but its not getting Download from this link
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The Italian society of agricultural Chemistry organized the annual winter school on "Current challenges in agricultural ecosystems: the need for a multidisciplinary approach", to be held on 13-16 February 2017 in Piacenza, Italy.
For more info:
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Hi Luigi
Thanks for this invitation, I really would like to go, but I'm in Brazil now.
Best wishes
Estêvão.
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Hi
I am looking for some recent papers which have used the scale on women leadership by Gupton & Slick (1996) for higher education. This scale was originally designed and used for K12 level. I need to use it for Higher Education. Can anyone be kind enough to refer some recent citations justifying the use of this scale for higher education please? 
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Easiest way is looking over the documents which cited Gupton & Slick (1996). See following link: https://scholar.google.com.tr/scholar?cites=4352310932714643702&as_sdt=2005&sciodt=0,5&hl=en 
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I would like to include at least 3 databases as recommended resources in a paper I'm revising on linguistic-cultural dominance in academic publishing.
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Hi,
Did you try ERIC database ?
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Hi Scholars I'm finding  review papers  that " which kind of technologies are available in the world for Especially Early Childhood Education Or Primary Level Education using smart devices or ICT Systems and Which kind of methodologies approached at the Systems?"
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Hi Allauddin,
Really interesting thread (and helps update my own reading). I am always keen to ask what someone is trying to improve before asking about particular technologies. From working on the UK government projects and international reviews in this area e.g. http://www.nesta.org.uk/publications/decoding-learning , I have seen a range of innovative examples, from the use of walled twitter groups to bridge parents and teachers to the use of automatic doors and hand dryers to help 3 year olds talk about sensors and programming. Our group in Edinburgh  http://www.de.ed.ac.uk/children-technology  has run quite a few projects around technology in the early years (0-8 years) if we can help any more.
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"But then I read about jugyokenkyu in Elizabeth Owen’s recent book. She explained this Japanese practice to mean literally “lesson study.” She describes this as, “practices that Japanese teaches use to hone their craft, from observing each other at work to discussing the lesson afterward to studying curriculum materials with colleagues.”
Ms. Owen tells how one Japanese instructor taught another teacher, “not how to give a lesson, but how to study teaching, using the cycle of jugyokenkyu to put his work under a microscope and improve it.” Given the obvious benefits, and proven track record of jugyokenkyu around the world, one might ask why these practices have been recognized by so few educational colleges or practitioners. In part I believe it is because most teachers are not aware of this approach, and secondly, it has little to do with administrators, superintendents or policy makers."
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 Jason,
Yes, we spent the first 3 months of the school year creating trust through a peer-to-peer relationship model.  We included every teacher in the process of trust building and risk taking activities.  An expert facilitator came in for a few of out meetings so I could be part of the team.  As we moved in to the actual planning for the Lesson Study, we had almost a quarter of the staff request to step out of that specific PD.  I allowed it without question because I felt that was part of the "trust" I built with them.  If they weren't ready, I wasn't going to force them.  
The learning that occurred with the other 20 teachers involved, was shared during PLC time and during our whole staff monthly meeting.  Although a few of the teachers did not participate even in to the next year, many of those same teachers spoke to me about their own growth and readiness to invite peer observers in to their classroom.  It was quite a leap from their perspective 2 years prior.  I am no longer at that school, but have been told the staff continue to apply an adapted model of Lesson Study to their yearly PD.
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I need to apply cognitive tests to check the types of generated memory and learning, tips and suggestions?
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I am focusing on Grade 9 students.
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You could look at some of the public interest surveys around the globe and see if you can adapt some of their questions. Look up the Eurobarometer Science & Technology reports, and the US reports on Science and Technology: Public Attitudes and Understanding (in the National Science Board's Science & Engineering Indicators reports). Good luck!
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Dear colleagues, I am writing a paper where I use a conference for (and by) museum professionals as a source of data. More specifically, I have analysed (with permission) three conference sessions, and arrived at some interesting implications for museum practice. However, to situate these findings, I need to write about the conference as a study site. Any input on relevant literature? I know in science, conference presentations are considered primary sources, but that's the extent of what I've learned so far! Many thanks.
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1.Well defined your research purpose and research questions.
2.Justify/Argue the research result from the conferences can yield legitimate evidences to fit the research purpose and can answer those questions you are intended to explore.
Example:
If I am going to promote an idea of museum guide as a teaching agent for primary school student's science learning, the main interesting readers of the paper should be education policy maker, head teacher, and primary science teacher, am I legitimate to claim my one hour private chat, with Ms X, one of science museum volunteer worker without teaching qualification, as evidences to my research paper?
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i am now working on the field of migrant (largely muslim) education in sweden, especially how to integrate then into the swedish society through education, and how the host society make then to accept the swedish identity, and accomodate the minority's identity
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Take a look this papers too: 
  1. David Westerlund, Ingvar Svanberg, Islam outside the Arab world, Palgrave Macmillan, 1999, ISBN 978-0-312-22691-6
  2. Carlbom, Aje (2006). "An Empty Signifier: The Blue-and-Yellow Islam of Sweden". Journal of Muslim Minority Affairs. 26 (2): 245–261. doi 10.1080/13602000600937754
  3. Alwall, Jonas (1998), Muslim rights and plights : the religious liberty situation of a minority in Sweden, Lund : Lund University Press, pp. 145–238
  4. Carlbom, Aje (2003), The Imagined versus the Real Other : Multiculturalism and the Representation of Muslims in Sweden, Lund: Lund Monographs in Social Anthropology, pp. 63–163
Nielsen, Jørgen S. (1992), Muslims in Western Europe, Edinburgh : Edinburgh University Press, pp. 80–84
I don't know anyone in my range that is working in your specific issue. Good luck
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We are trying to define hypothesis for students' career preferences in terms of Hofstede model of cultural differences. We are doing research in Germany and Croatia and seem to run into contradictions with defining power distance and masculinity/femininity. Power distance is higher in Croatia and masculinity in Germany. Can anyone help?
Mirna Leko Šimić
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While this article is about intercultural studies, it does offer alternatives to the binaries Hofstede's model through the context of culture-based subjectivity. If this specific article doesn't help it might at least start you down a citation trail to work that does.
Uryu, M., Steffensen, S. V., & Kramsch, C. (2014). The ecology of intercultural interaction: timescales, temporal ranges and identity dynamics. Language Sciences, 41, 41-59.
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I am wondering if there is a simple formula to calculate the carbon footprint for certain vegetables. For example, I'd like to know the carbon footprint for a single bag of name-brand kale in the pacific northwest. I'm trying to demonstrate to local students that they can reduce their carbon footprint by growing their own vegetables. For outreach events I will be supplying people with vegetable seeds (like kale) and I think it would be great to give real numbers about carbon reduction. Thanks!
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It is actually pretty complicated to determine the carbon footprint of a crop because of all the energy inputs that go into the growing and harvesting process.  Everything from preparing the soil, fertilizer, herbicide and/or insecticide, or even release of insectivores to reducing spraying insecticides and then harvest.  The biggest contribution to the carbon footprint could be transportation, depending on how far the plant is shipped.  I would focus on a "cost per mile" calculation and assume most of the rest of the carbon footprint is about equal no matter where it is grown.
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I'm wondering if there's a valid and reliable test instrument to measure students' comprehension of science texts written in English. I'm aware that there are such instruments written in other languages e.g., German, but I have not come across any written in English. 
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